Select, develop, organize and use appropriate teaching and

learning resources, including ICT, to address learning goals

MODULE

FRONT COVER

1
 Republic of the Philippines MODULE
Department of Education
TEACHER EDUCATION COUNCIL

PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

4.5.2 SELECT, DEVELOP,

ORGANIZE AND USE
APPROPRIATE TEACHING
AND LEARNING
RESOURCES,
INCLUDING ICT, TO
ADDRESS
LEARNING GOALS

II
Philippine National
RESEARCH CENTER
Basic Education FOR TEACHER
Sector Transformation QUALITY
 PPST RESOURCE PACKAGE

INTRODUCTIONTOTEACHER RESOURCE PACKAGE

Hello, dear Teacher!

Welcome to this Resource Package.

I am Teacher Jen!

A
n
d

These modules a
are standalone m
sections that
you can select T
based on your e
needs and a
interests. This c
means that h
you can choose e
and read any r
module that is
most relevant M
to you. You i
can
take your time k
e
in familiarizing
yourself !
with anywith
module one We are members of your support group. Together with
your principal, master teacher, and co-teachers, we are
no pressure
finish readingto pleased to be your guides and companions as you walk
through the modules.
all 12.
Are you ready?

We begin by letting you know how the journey started

for us in putting together this resource package.

In August 2017, Department of Education Secretary

Leonor Briones signed the Philippine Professional Standards
ii for Teachers (PPST) into policy through DepEd Order
No.
42, S. 2017. The policy states, among others, that the
 Select, develop, organize and usetoappropriate
Introduction teachingPackage
Teacher Resource and
learning resources, including ICT, to address learning goals

MODULE

This resource package:

• serves as your guidebook towards becoming better acquainted with the PPST; 9
• comprises 12 modules corresponding to the 12 indicators that are aligned
with the Results-based Performance Management System (RPMS); and
• contains illustrative and instructive information that you will find realistic,
sensible and workable and can help you achieve the target indicators across
curriculum teaching areas and key stages of learners’ education.

We are happy to say that this resource package has been created and compiled by
teachers in support of other teachers.

You will find the materials here useful if you:

• reflect on your own classroom practices, and ensure that your teaching
practices are aligned with the indicators;
• want to mentor beginning teachers so they become better in their
• practice; are a part of a group of teachers who need materials for your
school- based Learning Action Cell (LAC) sessions in order to (i) learn
more about the PPST and (ii) innovate on practices using the samples in
the resource material as guide; and
• want to develop or expand the current work by (i) providing more
examples of practices or (ii) working on other career stages or indicators
other than the 12 presented in this package.

If learning is your passion,

this resource package is for you.

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 PPST RESOURCE PACKAGE

What can you expect to find in each module?

You will discover that each module discusses a specific

indicator, defines its key concepts and provides relevant
illustrations of practice that may help you understand and attain
the indicator.

The modules explore the following indicators:

MODULE 1
1.1.2 Apply wledge of content within and
kno across ulum teaching areas.
curric
MODULE 2
1.4.2 Use a range of teaching strategies
that enhance le arner achievement in
literacy and numeracy skills.
MODULE7
4.1.2 Plan, manage and implement
developmentally sequenced teaching and
learning processes to meet curriculum
requirements through various teaching
contexts.

MODULE 3
1.5.2 Apply a range of teaching strategies
to develop critical and creative thinking,
as well as other higher-order thinking
skills.
MODULE 4
2.3.2 Manage c lassroom structure to
engage learners, individually or in
in meaningful egroups, xploration,
hands-on activdiscovery and ities within
physical a range of
learning environments.
MODULE 5
2.6.2 Manage learner behavior
constructively by applying positive and
non-violent discipline to ensure learning-
focused environments.
MODULE 6
3.1.2 Use differentiated, developmentally
appropriate learning experiences
to address learners’ gender, needs,
strengths, interests and experiences.
MODULE 8
4.4.2 Participate in collegial discussions
that use teache r and learner feedback to
enrich teaching practice.
MODULE 9
4.5.2 Select, develop, organize and
use appropriate teaching and learning
resources, including ICT, to address
learning goals.
MODULE 10
5.1.2 Design, select, organize and use
diagnostic, formative and summative
assessment str ategies consistent
curriculum requiwith rements.
MODULE11
5.2.2 Monitorand evaluate learner
progress andachievement using learner
attainment da ta.
MODULE12
5.4.2 Communicate promptly and
clearly the learners’ needs, progress
and achievement to key stakeholders,
including parents/guardians.

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 Select, develop, organize and usetoappropriate
Introduction teachingPackage
Teacher Resource and
learning resources, including ICT, to address learning goals

PARTS OF THE MODULE

MODULES

“
The module contains the following parts: 9

OVERVIEW introduces you to the ILLUSTRATIONS OF PRACTICE

indicator and why you need to walks you through sample
achieve the indicator; illustrations of specific teaching
practices that show how the
SELF-REFLECTION allows you Standards are put into action;
to reflect on your knowledge,
skills and attitude related to PROFESSIONAL DEVELOPMENT
the indicator; PLAN helps you identify your
strengths and development
KEY CONCEPTS defines key needs and plans for specific
concepts pertinent to the action for professional
indicator; development; and

SUPPORT GROUP allows you to RESOURCE LIBRARY provides

consult and collaborate with our
teacher-friends who will provide
suggestions on how to improve
your current practice;
you with resources (which may
include bibliography, forms,
templates, appendices and
links) that can help you further
understand the indicator.

Each module takes you through a journey of exploration and discovery, while you learn more
about the indicator and you apply it in your teaching context.

We encourage you to actively engage with the text as you read through the module.

We hope you find the information, materials and resources in this package helpful as you engage
with the Philippine Professional Standards for Teachers towards your professional development.

We, Teacher Jen and Teacher Mike, will be

with you every step of the way.

Have a happy journey.

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vi
 MODULE
SELECT, DEVELOP, ORGANIZE
AND USE APPROPRIATE
TEACHINGANDLEARNING
RESOURCES, INCLUDING TO
ICT,
ADDRESS LEARNING GOALS

9
CONTENTS

ii INTRODUCTION

2 OVERVIEW

3 KEY CONCEPTS

4 SELF-REFLECTION

5 SUPPORT GROUP
- Probing
- Suggestions for Improvement

9 ILLUSTRATIONS OF PRACTICE
- Illustration of Practice No. 1: SELECTING
APPROPRIATE TEACHING AND LEARNING
RESOURCES
- Illustration of Practice No. 2: DEVELOPING AND
ORGANIZING APPROPRIATE TEACHING AND
LEARNING RESOURCES
- Illustration of Practice No. 3: ORGANIZATION AND
UTILIZATION OF APPROPRIATE TEACHING AND
LEARNING RESOURCES
- Other Illustrations of Practice

22 PROFESSIONAL DEVELOPMENT PLAN

23 RESOURCE LIBRARY
- Annotated Bibliography

26 ACKNOWLEDGEMENTS

01
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Hello! Welcome to Module 9. I am Teacher Jen and, with a

little help from Teacher Mike, I will be your guide throughout
this module.

As teachers, we are expected to provide appropriately

developed teaching and learning resources to effectively
deliver our lesson. These teaching and learning resources
(TLRs) support the learning experience of learners in order to
enhance their academic achievement.

The proper selection, development, organization and utilization of teaching and

learning
resources, including ICT, helps enhance and maximize learners’ participation
through providing them with teaching and learning resources that can be seen or
heard which provide concrete experiences about the lessons.
These TLRs should not only give vibrancy to the classroom setting by adding color and
appeal to the learners but also help the teachers address the learning goals.

In this module, we will focus on:

STRAND: Teaching and learning resources including ICT

INDICATOR: 4.5.2 Select, develop, organize and use appropriate

teaching and learning resources, including ICT to address learning
goals.

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 Select, develop, organize and use appropriate teaching and
learning resources, including ICT, to address learning goals

MODULE
KEY CONCEPTS
9

“
Hello! I am Teacher Mike. Before we discuss TLRs in
detail, let us be familiar with the key concepts of
teaching and learning resources. Understanding these
concepts facilitates a deeper appreciation of the
indicator and helps you deliver lessons using
appropriately-developed teaching and learning resources.

LEARNINGGOALS. These are broad statements of learning outcomes

which include Content and Performance Standards.

TEACHING AND LEARNINGRESOURCES. These refer to resources

used in the teaching and learning process such as teaching resources
(e.g., curriculum guides, teacher’s manuals); learning resources
(e.g., learner’s materials, worksheets).

INCLUSIONOFINFORMATIONANDCOMMUNICATIONSTECHNOLOGY
(ICT). This refers to the integration of ICT in the teaching and learning
process. This also includes digital resources downloaded from the
Learning Resource Management and Development System (LRMDS)
Portal, YouTube and the like.

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SELF-REFLECTION
Let us first reflect on our current teacher practices on
the selection, development, organization and utilization of
the teaching and learning resources. As Proficient
Teachers, we need to have the knowledge, skills and
attitude about TLRs.

Considering the key concepts, I have written down my

reflections on these.

KNOWLEDGE SKILLS ATTITUDES

As a Proficient As a Proficient As a Proficient
Teacher, Teacher, Teacher,
Iknow… Ido… Ifeel…
… thatlearning resources … prepare learning … that lessons are best
arethe learningmaterials materials that are mastered and
that helpmedelivermy appropriate to my remembered when
lessonseffectively. lessons. learning materials are
used.

“
Teacher,
Iknow…
KNOWLEDGE
As a Proficient
Now, it’s your turn to reflect on this indicator.

________________________
Teacher,
Ido…
SKILLS
As a Proficient

________________________
Teacher,
Ifeel…
ATTITUDES
As a Proficient

________________________

________________________ ________________________ ________________________

. . .

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 Select, develop, organize and use appropriate teaching and
learning resources, including ICT, to address learning goals

MODULE
SUPPORT GROUP

“
Welcome to our support group! Let us consider the case of
Teacher Noemi and see how she tries to apply the indicator in
her practice.

Teacher Noemi is an English 9 teacher. She prepares

her Daily Lesson Log (DLL) targeting the competency on
distinguishing text types (EN9WC-Ia-8). Let me lead you
through the highlighted part and reflect on the notes.

Monday Tuesday Wednesday

Date: Date: Date:
I. OBJECTIVES During the lesson, the learners During the lesson, the learners During the lesson, the
need to: need to: learn- ers need to:
• identify the text types of • compare and contrast • justify what text type
the texts given informative, was given in the
• discuss the text type journalistic and literary samples and
characteristics and writing and • compose original
features; and • classify samples sample of text types Teacher Noemi
• present findings before according to text types. based on the given stated the
the class. job card
learning goals
A. Content Standards The learner demonstrates understanding how Anglo-American literature and other text in her DLL.
types serve as means of enhancing the self; how to use processing, assessing,
summarizing information, word derivation and formation strategies, appropriate word
order, punctuation marks and interjections to enable him/her to participate actively in a
speech choir.
B. Performance The learner actively participates in a speech choir through using effective verbal and non-
Standards verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expression,
Body Movements/ Gestures and Audience Contact.
C. Learning EN9WC-Ia-8:
Competencies Distinguish between and among informative, journalistic, and literary writing.
/ Objectives
Write the LC Code
for each

III. LEARNING Monday Tuesday Wednesday

RESOURCES Date: Date: Date:
2. Other Learning 1. Reading texts lifted from the 1. LCD projector 1. LCD projector
Resources internet, books, magazines, 2. Venn-Diagram Activity 2. Job Card Teacher Noemi
journals, recipe book, car Sheet
manual, newspaper, brochure, 3. Concept mapping Activity selects and
cell phone manual, and comics Sheet organizes
2. Metacards https://www 4. Manila Paper the learning
.slideshare. 5. Job Cards
net/ronacatubig07/grade- resources
9-informative-writing- that she
journalistic-writing-and- will use for
literary-writing
the day’s
lesson.

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IV. PROCEDURES Monday Tuesday Wednesday

Date:
B. Establishing a How many among you are
purpose for the lesson fond of writing?
What kind of write-ups
have you produced?
Do you follow patterns or rules
in writing?
Monday
Date:
F. Developing The teacher shall elicit from
Mastery (Leads to the learners the definition of
Formative the text types based on the
Assessment) samples given.
Learners shall give their
personal definition of the
text types considering their
characteristics and
features.
The teacher shall write the
key concepts, terms or phrases
coming from the students in
the Manila paper.
Date:
How to Cook Sinigang
from The Afro-Asian
Literature Text by GEMS
Publishing
How to Cook Sinigang by
Mama Sita
Coconut: A Tree of Life
(A recount on the different
uses of the coconut tree
parts)
Sports Article from Manila
Bulletin
The Legend of Maria
Makiling
Trees by Joyce Kilmer
An Editorial
Tuesday
Date:
The teacher shall now present
another graphic organizer
in the form of Concept Map
to help the learners
abstract what they learned
and lead the students in the
classification of write-ups.
INFORMATIV
E TEXTS
TEXT JOURNALISTIC
TYPES TEXTS
LITERAR
Y TEXTS
Date:
The teacher does the
following:
• He or she asks the class
if they understood what
was discussed in the
previous meeting and if they
still have questions.
• He or she gives the
class the final outputs.
- The students will be
made to work in
groups
- Each group identifies a
leader.
- The group leaders are
going to draw lots
as to what job card
each group will work on.
Written on the job
cards are the three
basic text types.
- From the list of
suggested topics
for each text type,
the group will
write a
composition with The highlighted
a minimum of three parts of the DLL
paragraphs and a
maximum of five are the various
paragraphs. types of learning
materials used by
Teacher Noemi to
Wednesday
help meet the
Date: competency of the
The outputs of the learners lesson.
shall be given to other
groups to evaluate if they
have followed the
instructions
given them.
The learners give their
comments as to how the
work of the other groups
could be improved.
In case the writing output has
not met the minimum criteria
following the text type, the
learners may ask the writer
to revise the output to come
up with the required text
type assigned to them.

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 Select, develop, organize and use appropriate teaching and
learning resources, including ICT, to address learning goals

MODULE 9
Probing
Looking closely at the given sample
excerpt, please try to answer and reflect on
the questions presented below.

1 How will you describe the types of teaching and learning resources Teacher Noemi used to
help learners achieve the competency?

2 How did the teaching and learning resources help the learners demonstrate content knowledge?

Did the teaching and learning resources lead to the learners’ demonstration of what they
3 need to learn and how they learn it? If yes, please elaborate.

4 How did Teacher Noemi employ the process of selecting the teaching and learning resources?

5 Did you find the developed teaching and learning resources useful in the teaching and
learning process?

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6 What can you say about the way the teaching and learning resources were organized in the
lesson plan?

7 How did the teacher help the learners meet their learning goals through the utilization of
teaching and learning resources?

Suggestions for Improvement

We commend Teacher Noemi for coming up with a good lesson log about text types. She
used teaching and learning resources throughout the three-day lesson. She also adapted other
learning resources that are generic and surely engaged the learners to actively participate
in the class discussion.

However, to better help her enhance her lesson log, the following suggestions may be
considered:
• For Part F, Developing Mastery, Teacher Noemi directed the learners to write their
answers on a Manila paper. It would have been better had she illustrated the
Learning Wall in the Manila paper using the metacards. This would have helped
the learners categorize ideas and concepts about text types.
• Though Teacher Noemi used guided tables and metacards to evaluate learning, the
activity is not aligned with the learning goals. The learning goal is to distinguish the
text types and not to define them. It would have been better had she provided another
activity or TLR to evaluate learning.

Great job! We hope that you find these suggestions

helpful.

To further guide you in the selection, development,

organization and utilization of the teaching and
learning resources, including ICT, to address
learning goals, we have provided some teacher
practices in the succeeding pages.
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 Select, develop, organize and use appropriate teaching and
learning resources, including ICT, to address learning goals

MODULE 9
ILLUSTRATIONS OF PRACTICE

Mike and I will walk you through the various illustrations of

teacher practices that will show specific ways on how to
meet the indicator of this module.

We will consider the following scenario to help us fully understand the indicator.

Teacher Mark needs to teach his learners the lesson on recount. He ensures
that the learners will fully understand the processes on how to write
interesting recounts using varied sentence structures.

In his compilation of Instructional Materials (IMs), he finds some related

materials-
pictures and charts. He also searches the Learning Resource Management
and Development System (LRMDS) portal for additional appropriate teaching
and learning resources.
Considering his learning goals and the nature of his learners, he finally thinks
that interactive materials from the portal will greatly aid him in instruction.

ILLUSTRATION OF PRACTICE NO.1:

Selecting Appropriate Teaching and Learning

Resources

“
In the earlier cited situation, Teacher Mark includes in his selection
process the existing materials. With an array of available teaching
materials, his decision is primarily based on the nature of his learners.
Here, the selection of appropriate teaching and learning resources (TLRs)
plays an important role in curriculum delivery. These TLRs set the
foundation for developing deeper engagement of learners that will
facilitate the completion of knowledge and skills (Bunga, et al., 2 0 16).

You may consider the following guidelines in selecting

appropriate teaching and learning resources (Guidelines and Processes
for LRMDS Assessment and Evaluation).

TYPES OF RESOURCES SAMPLE KEY QUESTIONS

Workbooks, dictionaries, • Is the material suitable for the learners’

Print
encyclopedias,
newspapers, magazines,
handouts, wordless
books, fliers, reference
books, maps, laboratory
manuals, syllabi,
brochures, pamphlets,
show-me boards
development needs?
• Does the material cover the content?
• Does the material promote higher cognitive skills
such as critical thinking, creating, learning by
doing, inquiry and problem solving?
• Is the material free from ideology, cultural
and gender biases?
• Does the material reflect values and traits of
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TYPES OF RESOURCES SAMPLE KEY QUESTIONS

a Filipino?
• Does the material address the interests of
the learners ?
• Is the material free from any kinds of error?
• Does the material address the learning goal?

Charts, posters, flash • Are the presented facts accurate?

Charts
cards, diorama boxes, finger
Posters
puppets, movie roll boxes,
Flash Cards
TV roll boxes, origami
Manipulative
dioramas, gardening tools,
s •
anatomy models
CD-Rom, VCD, DVD,
Non-Print slide deck presentation,
Materials transparencies, TV,
digital interactive
• Are visuals clear and adequate? Are
•
the materials age appropriate? Does
•
the material serve its purpose? Is
•
the material durable?
Is the material free from any kind of
• error? Does the material address the
learning goal?
• Is the material consistent with the content of the
DepEd Learning
• Competencies? Is the content
• accurate?
Is the material logically developed
• and organized?
• Is the material relevant to real-life
• situations? Is the language appropriate?
• Is the material free from any kinds of
error? Do the materials support values
formation?

Now that we are done and guided with how the learning
materials were selected and how the learning goals were
considered, we are ready to move forward to organizing and
using our TLRs in our lessons.

However, when there are no available appropriate TLRs, we

are encouraged to develop them. Take time to read the following
illustrations of practice.

ILLUSTRATION OF PRACTICE NO. 2:

Developing and Organizing Appropriate Teaching and

Learning Resources
Teacher Faye is preparing her learners for a listening activity. She is looking for a literary piece from
Anglo-American literature which will enable her learners to infer thoughts, feelings, and intentions
in the material viewed (EN9VC-Ia-3.8); analyze literature as a means of discovering the self(EN9LT-
Ia-14); distinguish between and among informative, journalistic, and literary writing (EN9WC-Ia-
8); and use the appropriate segmentals (sounds of English) and the suprasegmentals or prosodic
features of speech when delivering lines of poetry and prose, such as speech choir, jazz chants
and raps (EN9OL-Ic-1.15).
She is able to find a suitable resource in YouTube. However, she intends to maximize the existing
material in targeting the development of other skills. She is challenged to develop her own learning
material which will integrate four domains in one lesson presentation.
1
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 Select, develop, organize and use appropriate teaching and
learning resources, including ICT, to address learning goals

MODULE 9
I. OBJECTIVES
The learning competencies
A. Content The learner demonstrates understanding of how Anglo-American targeted in this Daily
Standards literature and other text types serve as means of enhancing the self; how to
use processing, assessing, summarizing information, word derivation and Lesson Plan (DLP) help
formation strategies, punctuation marks and interjections meet the content and
B. Performance The learners actively participate in speech choir through using effective performance standards
Standards verbal and non-verbal strategies based on the following criteria: Focus, which are the learning
Voice, Delivery, Facial Expression, Body Movements/Gestures and
Audience Impact. goals.
C. Learning EN9VC-la-3.8 Infer thoughts, feelings, and intentions in the material viewed Therefore, Teacher Faye
Compe- EN9LT-la-14 Analyze literature as a means of discovering the self considers the learning goals in
tencies/Objectives EN9WC-la-8 Distinguish between and among informative, journalistic selecting the TLRs to be used
Write the LC Code and literary writing
for each EN9OL-lc-1.5 Use the appropriate segmentals (sounds of English and in the lesson.
the suprasegmentals or prosodic features of speech when delivering lines
of poetry and prose, such as speech choir, jazz chants and raps)
Let us focus on how Teacher
Faye comes up with the use
IV. PROCEDURES
of TLR in this Review of
A. Reviewing the The class will be given a sentence written on metacards. Metacards are Previous Lesson.
previous lesson or pictorial cards founded on Neurolinguistic Programming principles. This
presenting the helps in engaging learners in the learning process.
new lesson She wants her learners to
I love you I love you I love you apply their learning on
Tell the learners that the words in bold letters receive the primary stress and stress. Since she wants
that means that the words should be spoken with appropriate pitch, length the review to be
and loudness. The learners are expected to identify the changes in meaning
interactive and engaging
as the words being stressed is changed.
to everyone, she comes
up with a developed
material.
What things did Teacher Mary Faye consider in developing unavailable TLRs?

QUESTIONS TOPONDER POSSIBLE RESPONSES AND REMARKS

Is there a need to develop a new TLR? Yes.

What is my target goal?
What type of TLR should I develop?
Are there localized and/or indigenized
materials to be used?
What material should I use in the
development of the material?
Are the materials to be used in the
development of the TLR available?
When do I start planning and developing
the new resources?
Refer to the content and performance standard
as realized through the learning competencies.
It may be audio, print, non-print, video, or
audio-video resources.
Yes.
If none, proceed to the availability of
materials to be used in the development of
TLRs.
The materials to be used in the development of
TLRs depend on their availability.
Yes.
If not available, look for possible or
alternative materials to be used.
Planning to develop new resources starts once
the teacher has identified the learning goals
to be addressed, the necessary and available
materials to be used, and the learners’
background. 1
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What things did Teacher Mary Faye consider in developing unavailable TLRs?

QUESTIONSTOPONDER POSSIBLE RESPONSES AND REMARKS

Should I pretest the developed Yes. Look at how the learning resources
resources? would contribute to the teaching and
learning process.

How should I use the developed Organize the materials used in the lesson plan.
materials? Consider the simplicity or the complexity of
the materials to appropriately address the
learning goals.

Remember that locally crafted TLRs substitute expensive

ones which are not readily available. Our ability to localize
or indigenize materials makes us adaptable to our classroom
situation. It is encouraged that we develop localized and
indigenized materials that are aligned with the learning
goals.

I. OBJECTIVES

The teacher discusses the objectives of the lesson.

B. Establishing the purpose
for the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
1 Commentary
2 Monologue
Teacher Faye selects
the existing learning
materials. She also finds
out that there is a need to
Group Activity (10 minutes) develop other materials
The class will be divided into four groups. Each group will be given the that will support the
following printed materials to study and will be informed that they are going
to present their understanding of the materials. Below are the printed learning competency that
materials: is aligned to the learning
Group 1: Biography of William Shakespeare - interview
Group 2: Summary of Hamlet – press release
goals.
Group 3: Character Sketch of Ophelia - commentaries
Group 4: Character Analysis of Ophelia – monologue Teacher Faye also
The following are the takes time to develop
presentations: her activity materials,
Interview Photocopy of Shakespeare’s biography particularly the
and
Interview Sheet
Interview sheet. She
also includes rubrics in
Press Release Photocopy of the summary of Hamlet and
sample press release her lesson
Commentaries Photocopy of character sketch and plan to ensure that all
sample commentaries the learning experiences
Monologue Photocopy of the character analysis of Ophelia and deliverables of the
Each group will present
andtheir output.
sample monologue
Rubrics will be used in grading the outputs:
learners shall be graded
Group 1: Rubrics in Presenting an accordingly.
Interview
Group 2: Rubrics in Publicly
Announcing a Press Release
Group 3: Rubrics in Presenting a Public
Group 4: Rubrics in Delivering a
 Select, develop, organize and use appropriate teaching and
learning resources, including ICT, to address learning goals

MODULE 9
Teacher Mary Faye also
IV. PROCEDURES considers the availability of
online sources. She
E. Discussing Watching YouTube presentation of Five Truths: Stanislavski (https://www
new concepts and .youtube.com/ watch?v=2OD7phopWWk&list=PL5DE67813461897E6 acknowledges the learners’
practicing new retrieved January interest toward technology.
skills #2 7, 2018)
She takes into consideration
The students will use a teacher-made observation sheet about getting the learners’ learning styles
inferences about thoughts, feelings, and intentions on the material since most of them are
viewed.
inclined to technology.

The inter-connectedness of
the varied TLRs used is also
considered in the organization
IV. PROCEDURES
of the TLRs in the lesson.
J. Additional Digital Comic Strip
activities for Rubrics in Evaluating Digital Comic Strip
application or
Teacher Mary Faye
remediation demonstrates positive use of
ICT in her lesson as she asks
for an authentic output from the
learners which is ICT-enabled.

“ The wise, logical and appropriate selection, development

and organization of the teaching and learning resources
contribute to its effective use in the classroom. This does not
only address the learning goals but also engages the learners
in a meaningful experiential learning.

Now that TLRs are appropriately selected, developed and

organized, we are ready to use them to make learning more
engaging and interesting to the learners. Join me in our quest of
ensuring the appropriate use of the TLRs as we go to the next
illustration of practice.

ILLUSTRATION OF PRACTICE NO. 3:

Organization and Utilization of Appropriate Teaching

and Learning
Resources
As Proficient Teachers, you may opt to consider the
following various ways to appropriately use teaching and
learning resources for each of the subject learning areas.

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The first table presents various learning resources in Teaching Math.

USE OF MANIPULATIVES IN TEACHING MATH CONCEPTS

MANIPULATIVES USES

Counters To teach one-on-one correspondence, ordinal numbers,

Counting cubes
Fraction strips/pieces
Pattern blocks, attribute blocks,
geometric shapes of different
colors, sizes, and scales
Base ten blocks
and basic addition and subtraction
To solve simple addition and subtraction equations
To add and subtract fractions or to show equivalent
fractions
To represent different fractional concepts and
relationships
To assist learners in learning basic algebra
To assist learners in classifying and patterning tasks
To represent and perform operations on multidigit
numbers, such as 352+461

USE OF MANIPULATIVES IN TEACHING MATH CONCEPTS

MANIPULATIVES USES

Geoboards To identify simple geometric shapes

Geometrical solid models
Standard and non-standard rulers
and measuring cups
Tiles
Spinners
Number of cases or dice
To learn about spatial reasoning
To represent length or volume in measurement lessons
To calculate the area or perimeter of an object
To find the probability of landing on a designated area
To find the probability of rolling a certain number or
combination of numbers
*Source: Bunga, et al. (2016)

While manipulatives are usually very effective, their

use does not sufficiently guarantee meaningful learning.
Teachers must ensure that they are used in the context
of the educational tasks to actively engage learners’
thinking with the guidance of the teacher. This ensures that
the use of manipulatives will lead to the ultimate goal of
learning math which is to do math without them.

To further illustrate, let us consider the following

scenario of Teacher Zachary, a Grade 4 Mathematics
teacher, in his use of the manipulatives.

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MODULE 9
Teacher Zachary teaches his class the lesson on fractions. He provides them with
a lot of manipulatives, such as counting sticks, geoboards, dice, and solid blocks.
He explains the activity and asks his Grade 6 learners to use manipulatives to
explore
and familiarize concepts about fractions. Before the end of the lesson, he gives a
five- item quiz and, to his surprise, none of the learners answered them correctly.

“
What could be the problem in the scenario? Actually, there is no
problem with the use of manipulatives in the activity or in any
mathematics or mathematics related-subjects. However, Teacher
Zachary did not identify first the specific learning goal or goals; hence,
he was not able to identify the objectives for using the manipulatives.

Manipulatives can be extremely helpful or not helpful at all to

our learners. Our learners must understand the mathematical concept
being taught rather than simply moving the manipulatives around. The
math manipulatives should be appropriate for the learners and
should be chosen to meet the specific goals and objectives of the
mathematical program.
In the next table, we present various instructional materials used in teaching Science.

VARIOUS INSTRUCTIONAL MATERIALS AND THEIR USES IN TEACHING SCIENCEV

MEDIUM USES ADVANTAGES DISADVANTAGES

Charts • Attract attention • Inexpensive • Limited to two

Posters • Arouse interest • No dimensions
Bulletin Boards • Reinforce and add • equipment • No motion
dimension • needed
• Provide concrete Easy to use
meaning to and store
Overhead • abstract
Graphic ideas • Readily
Inexpensive software • Impermanent
Transparencies Presentations • available
Availability • Require less common
• Size equipment
Handouts • For important information: • Can be prepared in • Some learners do not
as a quiz, as a guide and as advance like to read handouts
a reminder • Can be retained for
• To emphasize a point future reference
• For a complete explanation and review
Audiotapes • Music fitness • Ease of production of • Portable player is bulkier
Compact • Create a mood tapes and heavier than other
Disk • Low cost, accessible equipment like MP3
(CD)-audio player
Videotapes • Evaluation of learner • Instant replay • They require equipment
Films performance • Can be saved for such as portable players
CD-visual • Self-evaluation of learner future use and other audio-visual
DVDs or teacher • Inexpensive devices
• Magnify small objects • Portable • May not guarantee
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MEDIUM USES ADVANTAGES DISADVANTAGES

Videotapes • Learners can make their • Ease of operation • learning; thus, they need
Films own videos • Can be interfaced to be supplemented by
CD-visual • Stimulate verbal with a computer other teaching methods
DVDs communication and for individualized
creativity instruction
• Present meaning
involving motion
• Compel attention
• Heighten reality
• Promote understanding
of abstract concepts

Computers • Computer-assisted • High interest • Equipment offer limited

instruction
• Record keeping
• Word processing
Illustrated lecture • Enhancement of concepts
with computer or
slide projector
• Fast to computer lab or
resource center
• Inexpensive software • Requires darkened room
• Can be combined with
audio

Magnetic boards • Strategy talks • Easy to use • More expensive than

• Attention getting chalkboard
• Less hazardous • Not available in all stores
specially for the
asthmatic
people
Objects and • Exemplifies real-life • High reality- 3D • Sometimes displays are
Displays situation expensive but not very
engaging for learners.

*Source: Bunga, et al. (2016)

The appropriate choice of learning resources, including ICT,

can contribute to the teacher’s effectiveness in instruction.

The next table presents the instructional materials for

language teachers (English, Filipino, Mother Tongue, and
Foreign Language).

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LEARNING RESOURCES USES

Audio Books • Improve the learners’ listening comprehension and vocabulary

Dictionaries • Bilingual dictionaries are useful for beginners and intermediate
learners.
• Monolingual dictionaries are useful for advanced learners.
• Pocket dictionaries are easy to carry and good for quick reference.
• Electronic dictionaries are portable, easy and quick to search.

Video tapes • Enhance the listening experience of the learners

Recording devices (tape
recorders, video cameras)
Computer software
Flash cards
Chart
Pictures
Newspaper and Magazine
• Provide important visual stimulus for language production
as observed in the setting, action, emotions and gestures.
• Record conversations, radio programmes, songs, classes and
lectures and help the learners improve listening comprehension
• Some computer programs are designed to accelerate language
acquisition.
• Supplements the core language program used in the classroom
• Useful for learning vocabulary and grammar
• Used to write words, phrases, or sentences on one side and
meaning or definition or translation on the other side
• Useful in learning sounds, words, connected speech
• Improve the learners understanding of language through pictures
of objects, people, animals, plants and others
• Brings real-life situation to learners and used to enhance skills in
reading, writing, listening and speaking.
• Used to reflect the culture of a certain community through the
language they contain
*Source: Bunga, et al. (2016)

With the wide range of available materials

presented, it is important for a language teacher to
know what kind of resources to use and when to use
them for the specific language lesson and which
materials are best suited to the different ability levels
of the learners.

The following illustration presents the

instructional resources which can be used as auxiliary
tools in text, visual or audio media both in print and in
digital format in Araling Panlipunan.

• Maps • Models
• Charts • Slogans Guide
Instructional Materials for • Pamphlets • Cards Bulletin
Araling Panlipunan • •
Globes Boards
• Posters • Whiteboards
• Graphics • Worksheets
• Photographs
1
*Source: Bunga, et al. (2016)
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The use of computer, powerpoint slide decks, projectors,

videos, films is effective in teaching Araling Panlipunan.

“
Every teacher needs instructional materials that best suit
the method and strategy that could fully develop the technical
skills of learners. To assure meaningful and effective
Edukasyong Pantahanan at Pangkabuhayan (EPP) or
Technology and Livelihood Education (TLE) instruction, the
teacher should identify proper tools and equipment to use.

The following must be considered in identifying tools to use in EPP or

TLE. • Variety of tools appropriate for different content areas
• Availability of tools in each subject area
• Availability of raw materials to be used
• Adequate number of tools to be used by the learners
• Adequate classroom or laboratory work space

APPROPRIATE LEARNING RESOURCES TO USE IN TLE

SUBJECT AREA APPROPRIATE MATERIALS TO USE

Home Economics • Pictures and images can be used when tools are not available
• Videos, powerpoint slide decks and projectors
• Real materials like:
1. Sewing or Garment Materials
a. Handsewing needles g. Safety pins
b. Rotary cutter h. Flat iron
c. Scissors i. Thread
d. Machine needles j. Marking
e. Pincushion pencil k. Seam
f. Pinking shears/ ripper
scissors l. Tape measure
2. Cooking
utensils: e. Vegetable peeler
a. Knife f. Frying pan
b. Chopping board g. Cooking pot
c. Tweezers
d. Ladle
Agriculture • Pictures and images can be used when tools are not available
• Simple tools like the ones that follow could be used, too:
a. Shovel g. Insecticides
b. Axe h. Cutlass
c. i. Hoes
Bolo j. Spades
1 d. Pick k. Wheel barrow hoe
8 e. Crowbar
f. Pitch
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MODULE 9
APPROPRIATE LEARNING RESOURCES TO USE IN TLE

SUBJECT AREA APPROPRIATE MATERIALS TO USE

Industrial Arts 1. Hand tools:

Pliers, hammers, screwdrivers, saw (ripsaw, crosscut
saw, keyhole saw), push-pull rule, nails, adhesive tapes,
cutter, pair of compasses
2. Electrical tools:
Hammers (claw hammer, ball peen hammer, mallet), portable
electric drill, slide cutting pliers
3. Videos and powerpoint slide decks can also be used to
discuss other ways of using tools

Information and • Computer-aided materials

Communications Technology • Powerpoint slide decks
(ICT) • Computers (desktop computer, laptop computer)
• Tablets
• Videos
*Source: Bunga, et.al. (2016)

The use of appropriate learning resources in Music and

Arts is equally important as those earlier mentioned. The
use of recorded teaching materials in the classroom has
proven
to improve music performance. Specific and actual musical
instruments may also be considered in teaching music.

*Source: Bunga, et al. (2016)

For the Arts, the use of tangible

materials in the classroom
is important.

*Source: Bunga, et al. (2016) 1

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Physical Education (PE) has a wide range of materials and technology to use to enhance and
supplement PE instruction. The use of instructional materials has become a major instructional
platform to facilitate cognition and skill performance. The following table gives suggestions in
the use of learning materials in teaching PE.

MATERIALS ANDEQUIPMENT USED INTEACHINGPE

EDUCATIONAL GAMES EDUCATIONALDANCE EDUCATIONAL PHYSICAL

GYMNASTICS FITNESS
ASSESSMENT
Playground balls Plastic hoops Foam vaulting Sit and reach box for
Balls for striking Styrofoam hoops Trapezoid styrofoam measuring
Beach balls holders Shapes (circles, flexibility
Yarn alls Rhythmic equipment triangles, ovals, wedge) Stopwatches
Balloons -ankle wrist bells Mats Skinfold callipers
Flying disks -rain stick Landing mats Modifies chin up bar
Deck rings -rap stick Inclined mats and standards
Plastic bottle bats -drum with mallet Balance beams Fitness assessment
Tennis rackets -lummi sticks Benches package
Sticks with Stretchy material Balance boards
styrofoam Portable Bands nylon scarves Jumping boxes
bym Standard nets Jump bands Shapes of varying
Cones or jug markers CD/Tape player heights
Spotmarkers Cordless microphone Connecting ladder
Basketballs Sound system Hanging ropes
Adjustable basketball Jump ropes
Goals
Soccer balls
Parachute
*Source: Bunga, et.al. (2016)

Having seen how Indicator 4.5.2 can be targeted and attained, I

am confident that you are now ready to incorporate in your lesson
plans the appropriate selection, development, organization and
utilization of the teaching and learning resources, including ICT,
to address learning goals.

The following table presents other illustrations of practice that

you may also consider in making your teaching practices aligned
to this indicator.

OTHER ILLUSTRATIONS OF PRACTICE

1. Teaching and Learning Resources to address learning goals

The teacher strategically selects from a huge array and wide variety of teaching and learning
resources consistently aligned to the learning goals. He or she picks teaching and learning
materials that help the learner understand the key concepts or key skills (e.g. the teacher is
teaching independent reading. Part of the process is the learners’ understanding of the
unfamiliar words. The teacher encourages the learners to use a handy dictionary or offline
dictionary installed in an android phone to look for word meanings.)
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MODULE 9
The teacher considers the diversity of the learners in the development of the teaching and
learning
materials.
He or she sees to it that the materials to be crafted may be basic or supplementary to
the
curriculum.
The teacher utilizes learning resources which are consistently aligned with the learning goals. He
or
she aligns all instructional materials to the instructional purposes.
The teacher modifies activities and materials found in the Learner’s Materials and Teacher’s
Guide,
if any, to suit the learning needs and interest of the learners.
He or she further looks for the need of developing new teaching and learning materials
to
appropriately suit the learning goals to ensure learners’ active participation.
The teacher also considers the level of the learners’ development and readiness. He or she
selects
existing teaching and learning resources that are age appropriate, individual appropriate and
cultural & social context appropriate (e.g. vocabulary level and difficulty of concepts.)
The teacher sees to it that he or she uses the variety of educational technology tools: auditory
aids, visual aids, audio-visual aids and activity aids (e.g. Manila paper, chalkboards, charts,
diagrams, books, magazines, projectors, TV, video clips, flip charts, markers, handouts,
worksheets, activity sheets, modules, Strategic Intervention Materials, metacards, pictures,
learning trips/field trips, task cards, observation notebook, journal, globes, calculator, maps,
blocks, number charts, sticks, stones, and other manipulatives.)
The teacher considers the time element relative to the use of the teaching and learning
resources
ensuring that materials are not used to consume the entire teaching and learning contact time.

2. Teaching and Learning Resources, including ICT, to address learning goals

The teacher considers the Learning Resource Management and Development System(LRMDS)
Portal of the Department of Education (DepEd) which are used across curriculum areas (e.g. the
teacher looks for a teaching material to be used to teach how to write a recount in English Grade
7. In the LRMDS portal, the teacher found one material entitled “Here, boy!” a show and tell
online illustrations on how to write a recount.)

The teacher prepares ICT-aided instruction, if available, aligned to the learning goals
considering
the learners’ development, interest, and readiness (e.g. the use of android phones, tablets and
interactive white boards which direct learners to interact face-to-face with the technology.)
The teacher utilizes online platform to download related materials aligned to the learning goals
(e.g. a science teacher would like to show the vast relationship of the celestial bodies and the solar
system; instead of using just pictorial presentations, she looks for a video snap shot presentation of
the universe in YouTube to catch the attention of the learners)
The teacher modifies ICT-based instruction, if needed, aligned to the learning goals (e.g. the use of
social networking platforms, learners manipulation and presentation of output through a
software)

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PROFESSIONAL DEVELOPMENT PLAN

“
After you have explored the different key concepts on the selection,
development, organization and utilization of teaching and learning
resources, including ICT, you now have a better appreciation of the
indicator. Based on your learning in this module, think of what you
can do to enhance your professional development.

Fill in the personal action plan below.

STRENGTHS DEVELOPMENT NEEDS ACTION PLAN TIMELINE RESOURCE NEEDED

What are the skills you are What are the skills you What can you recommend When will you implement What assistance/
good at? need to improve? for your development your plan? resources do you need to
intervention? implement the plan?

Happy planning!

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MODULE 9
RESOURCE LIBRARY

This section provides you with resources that can help you further
understand the indicator.

Annotated Bibliography
Aboukhadijeh, F. (2012, November 17). Great War [Sample informative essay]. Retrieved from
StudyNotes.org website
https://www.apstudynotes.org/english/sample-essays/informative-essay-great-war/
The author, who is a Grade 11 learner, presents a sample of an Informative Essay entitled “The
Great War”, a literary write-up, used in the Daily Lesson Log of Teacher Noemi.

Antofina, Jr., V. R. (2016). Teaching and learning materials [Presentation slides]. Retrieved
from https://www.slideshare.net/En_Teng/teaching-and-learning-materials
These are slide deck presentations prepared by the author about Teaching and Learning
Materials (TLMs) in the context of the Department of Education. This includes definition of
the TLMs, the purpose and importance of the TLMs, and the types of TLMs.

Bunga, J. B., Pilariza, C. A., & Serrano, E. D., (2016). Principles of teaching 2. Quezon City:
Adriana Printing Co., Inc.
This book features chapters on the appropriate selection of instructional materials for specific
subject learning areas. These chapters are helpful in providing the list of learning materials,
their uses, advantages and disadvantages.

Chanda, D. H., Phiri, S. N. A., & Nkosha, D. C. (1998). Teaching and learning materials analysis
and development in basic education (G. Tambulukani, Ed.). [Training manual].
Retrieved from http://unesdoc.unesco.org/images/0013/001320/132019eo.pdf
This online toolkit on the teaching and learning material analysis and development
talks about the need to analyze the materials to be used in the basic education and the
need to develop materials if there are no available resources.

Hamza, M. (2012). Training material development guide. Retrieved from

https://www.msb.se/RibData/Filer/pdf/26433.pdf
This handbook serves as a guide in the development of training materials. This includes
information on the main steps and stages in sequence of designing training materials.

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Lewis, B. (2018). TLM-Teaching/learning materials. Retrieved from

https://www.thoughtco.com/tlm-teaching-learning-materials-2081658
This online article gives discussion about the use of teaching and learning materials and their
samples.

Multi-Media Educational Resources for Learning and Online Teaching (MERLOT). (n.d.).
Learning resources – Material types. Retrieved from Skills Commons.org website
http://support.skillscommons.org/home/contribute-manage/metadata-and-apprendices/
learning-resouce-material-types/#
This online source defines the material types of the learning resources that can be
selected during the selection process.

Nikky. (2010, July 13). Teaching aids, their needs, types and importance of teaching aids in
teaching learning process. Retrieved from http://www.indiastudychannel.com/
resources/12 014 8-Teaching-Aids-Their-Needs-Types-and-Importance-Of-Teaching-Aids-
In- Teaching-Learning-Process.aspx
This online article presents the teaching aids, their needs, types and importance of teaching
aids in the learning process. This enumerates the many aids that are available like audio,
visual, and audio-visual aids.

Quality learning and teaching resources - Facilitating effective learning. (n.d.). Senior Secondary
Curriculum Guide [Booklet]. Retrieved from http://cd1.edb.hkedcity.ne
t/cd/cns/sscg_web/html/english/main06.html
This webpage provides a spectrum of educational materials that
teachers use in the classroom to support specific learning objectives,
as set out in lesson plans. These can be games, videos, flashcards,
project supplies, and more.
Salandanan, G. S. (2012). Methods of teaching. Quezon City: Lorimar Publishing, Inc.
The author of this book provides a chapter on the appropriate selection and use of the
teaching and learning materials (TLRs).

The importance of learning materials in teaching. (2017). Guyana: Ministry of Education.

Retrieved from http://education.gov.gy/web/index.php/teachers/tips-for-
teaching/item/203 6 - the-importance-of-learning-materials-in-teaching
The online article gives explanation on the importance of the learning materials in teaching.
This also expounds the relation of the use of the TLRs to learner learning, lesson structure, and
differentiated instruction.

UNESCO HIV and Health Education Clearinghouse. (2002). Quality checklist for selecting
teaching and learning materials. New York: UNESCO. Retrieved from
http://hivhealthclearinghouse.unesco.org/sites/default/files/resources/qualitychecklist.
pdf
The online PDF article contains a three-page sheet on the Quality Checklist for
Selecting
Teaching and Learning Materials.

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MODULE 9
LINKS

The following links are your access to further readings on the enhancement of the teaching and
learning resources. You will find related literature, studies, list of TLRs, different kinds of teaching
strategies using TLRs, criteria on how to select, develop, organize and use teaching and learning
resources. You will also find in the following links studies conducted and recommendations on the
positive use of TLRs.

Department of Education and Training, Victoria State Government. (2017).Retrieved from

http://www.education.vic.gov.au/Pages/default.aspx

https://chenloyola.wordpress.com/eds-151-instructional-media-resources/visual-aids-
importance-selection-and-usage/

https://fs3techinlearningenvtgroup4.weebly.com/fs-3-outputs.html

https://www.csbsju.edu/Documents/Internship/Sample%20of%20Learning%20Goals%20
by%20
Major(0).pdf

http://www.udlcenter.org/aboutudl/udlguidelines/udlguidelines_graphicorganizer

http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf

http://www.ilfsets.com/educationservices/TeachingLearningResources/

https://www.slideshare.net/AbbieLaudato/informative-journalistic-literary-writings

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TEACHEREDUCATIONCOUNCIL
Leonor Magtolis Briones Evelyn G. Chavez, Ph.D.
Secretary Lorina Y.
Departme Calingasan, Ph.D.
nt of Mindanao Zonal Representative Social Studies Subject Representative
Education
Allan B. De Guzman, Ph.D.
Luzon Zonal Lourdes R. Baetiong, Ph.D. SECRETARIAT
Representative Language Subject Representative Runvi V. Manguerra,
Rita May P. Tagalog, Ph.D. Ph.D.
Visayas Zonal Executive Director II
Representative Myrna B. Libutaque, Ph.D.
Mathematics Subject J ayson A.
Peñafiel
Representative Education Program
Supervisor
PROJECT TEAM

Gina O. Gonong, Ph.D. ACKNOWLEDGEMENTS

Joint Project Team Leader and Director Lyndon Morales Neri D. Mangalindan
PNU-RCTQ Glinore Morales Sandra A. Garcia
Beverly Estocapio Eduard O.
John Pegg, Ph.D. Gonong Ruby Gantalao Ryan H.
Joint Project Team Leader and Director WRITER-COORDINATORS Homan Carlo Donato E. Olivan
UNE-SiMERR Luis Angelo Abergas Glen P.
Honrado
Christine Reading, Ph.D.
Senior Research Fellow Guillen Nabong Amparo M.
UNE-SiMERR Muñoz
Ezra de Jesus Natividad V.
Michael Wilson I. Rosero Nacino
Senior Research Officer Aufric Alma N. Navarro
PNU-RCTQ
Jose ArielS.
Raymond S.Bermudez
Padsoyan
Adelyn R. Bartolome
Mikkey Mari M. Tuazon Jennifer E. Lopez Jennifer M.
Research Officer Rojo
PNU-RCTQ Education Program Supervisor Gemma A.
Gerlie C. Lopez Realo Francesca Lawe-Davies
PNU-RCTQ and UNE-SiMERR National Region IV-A
Francis Victor Neil First
Vincent C. Sandoval
Secretary-
Research A. Medrano Education
Centre Maria Concepcion Beltran - Montenegro EDITORSECTOR
BASICEDUCATION
Shiela Niña Rea-Santes
Jennie V. Jocson, Ph.D. Faculty, Ateneo de Manila University Myrna L. Macalinao,
Deputy Director, PNU- Ph.D.
RCTQ
Allan S. Reyes. Ph.D. WRITERS GRAPHICS & LAYOUT
Senior Program Manager, PNU-RCTQ ARTIST Team Leader
Arlene M. Hernandez

Joy Hardy, Ph.D. Domingo R. Cueto

Deputy Director, Alfred James A. Ellar AUSTRALIAN EMBASSY
UNE-SiMERR MarkREVIEWERS
Anthony P. Idang Teaching and Learning
Ken Vine, Ph.D.
Principal
Research May Grace D. Salazar
Adviser Vivian I. Buhain, Ed.D.
UNE-SiMERR
Support Staff Ryan G. dela Torre TRANSFORMATION (BEST)
Silvia Danieli June Allen
JohnU.Paul
Bautista, Ed.D.
dela Rosa PROGRAM
Billings Ambrose Grace Urbien-Salvatus
McDermott Karina Angela C. Celestial Kaye Cox
26
Christian Mespher A. Hernandez
Alison Atwell, Ph.D.
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MODULE

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